O PROCESSO EDUCATIVO DO/A ALUNO/A POR MEIO DO LÚDICO NA DISCIPLINA ENSINO RELIGIOSO: DAS BRINCADEIRAS AOS VALORES RELIGIOSOS

Abstract

The present work aimed to investigate the ludic as a teaching strategy capable of expanding creativity along with the contents of Religious Education, to make such a subject more attractive in the Elementary School. This study considers the hypothesis that religious teaching, applied to elementary school, will be attractive to students when they can apply, in practice, the lessons learned in the classroom. The problem question answered was: How to use playful strategies to make students from public schools in the municipality of Vila Velha - ES, enrolled in elementary school, develop greater interest in religious education? Regarding the convenience of research and its social relevance, the work is justified because the school is one of the main institutions of the teaching-learning process and should stimulate the acquisition of knowledge. The methodological procedures occurred through the combination of two models, one of a conceptual nature and the other of an applied character, which raised, through field research, data that made it possible to confront theory and practice. However, because there is no abundant literature establishing a link between Religious Teaching and playful methods, literary foundations such as Henri Wallon and Vygotsky were used. As for the means, field research was adopted to observe the facts as they occur. The research universe consisted of teachers who teach Religious Education in public elementary schools of the Vila Velha - ES. Among the research instruments the questionnaire was adopted because it is one of the ways to measure the flow of information. The game, as a strategy of playful teaching, offers conditions to systematize implicit relationships in reasoning, discovery of concepts and reflections, allowing the development of thought and the acquisition of content, considering that it generates situations and allows attitudes, such as exposing challenges, acquiring principles. , build and develop intelligence, stimulating original thinking and the elaboration of knowledge in a pleasurable way. It was found that one of the main concepts of Divine intertwined with playfulness is that of justice. Thus, play and games teach children to be aware of what will be fair. The cooperative games, by their integrative and humanist character, work ethical values, seeking the construction of meaningful learning, in search of unity and inclusion.